Making a Difference for Students in Jamaica | Lindamood-Bell for Schools
This month, teachers in Jamaica were introduced to Lindamood-Bell’s Visualizing and Verbalizing (V/V) and Seeing Stars programs. This professional development opportunity was facilitated by the Sandals Foundation (‘the Sandals Foundation’) and funded by the CHASE (Culture, Health, Arts, Sports, and Education) Fund in an effort to increase literacy and math competency for Jamaican students with…
Find Out About Workshops!
Learn how Lindamood-Bell’s research-validated programs are used in the classroom to help students close the literacy gap. During the webinar, we’ll discuss why some students struggle with reading and what teachers can do to identify the cause of those struggles. Lindamood-Bell® programs are endorsed by the Council of Administrators of Special Education.
Response to Intervention: Fresh Solutions for Your Biggest Challenges
Response to Intervention (RtI) has been difficult for many school systems to implement effectively. In an ideal tiered system, general education classroom teachers present core curriculum through differentiated instruction. Reliable universal screening tools help identify students needing targeted intervention in Tier 2. Progress monitoring tools help keep Tier 2 instruction on track for success. Depending…
The Imagery-Language Connection for Vocabulary Skills
Today’s standards-based English Language Arts curricula have put a new spotlight on reading comprehension and vocabulary. To function in the classroom and do well on assessments, students are expected to have strong “everyday” language skills in addition to acquiring academic words—this is key for college and career readiness. At the same time, US schools are…
[In the News]Cañon City School District: More students measuring up in reading
(Photo: Sara Knuth / Daily Record) Cañon City School District is using a Colorado Department of Education grant to change outcomes for their struggling readers. The Cañon City Daily Record has been following the progress of teachers and students alike and has exciting news to report. Go to story. Lindamood-Bell can be a key factor in making…
Literacy Solutions for English Learners
Teachers of English Learners face a unique challenge—to quickly develop language and literacy skills in a differentiated manner. To address the needs of English Learners, teachers can add instruction that develops the imagery-language connection. English Learners can acquire the skills and knowledge they need, more quickly. By addressing the skills that underlie reading and…
RtI Solutions: Visualizing and Verbalizing in Tier 2
Response to Intervention (RtI) always seems simple: in Tier 1, classroom teachers present core curriculum through differentiated instruction. Students who are not making adequate progress receive more targeted help a few times a week. Intervention effectiveness is checked out through progress monitoring and students either move on from needing the extra help, or their needs…
Assessments Matter: Transform RtI at Your School
Students can spend years receiving literacy services that may not change their ability to read and comprehend. In fact, students may instead continue to fall further and further behind their peers. Struggling learners are often lacking basic connections needed for reading and comprehension; and the underlying cause of their weakness may not be addressed by…
[Article] The Imagery-Language Connection for Memory: Tips for Teachers
Nearly all the volumes written on memory include references to imagery. Memory is often referred to as a mental impression. When we remember something, we access a mental representation of it. -Nanci Bell, Visualizing and Verbalizing for Language Comprehension and Thinking Students are expected to learn new information, in topic areas they may or…
Assessments 101: Identify and Address Why Your Students are Struggling
Students in Tiers II and III can spend years receiving services and still struggle in school. Many of these students lack the basic connections needed for reading and comprehension, and the root cause of their weakness may not be addressed with traditional interventions. This does not have to be the case. We believe…
